Abstract: On the debate of the relationship between school sports and student life, mixing school sports into daily life is a natural critical proposition.There are three viewpoints, which are the critique of school physical education content lacking daily life, the dilemma of school sports effect losing in daily life, the dissimilation of school sports value about life.In the key issues of understanding students' life world, however, people sink into the predicament of conscious philosophy on the basis of epistemology. Habermas's philosophy of interaction theory greatly expands the research world, and its construct of "personal, cultural, and social integration of the world picture" offers a more direct and wide vision on mixing sports into life. From the perspective of Habermas' life world structure, mixing school sports into life is represented at least three dimensions:culture, society and personality. Cultural dimensions of mixing sports into life appears to be the infiltration of sports culture, realizing from sports skills reserve to the cultural identity of different sports, ultimately embodied in cultural evolution and cultural inheritance. Social dimension of mixing sports into life appears as social development and the formation of rule consciousness, eventually to promote the students' socialization process and the harmonious development of the social relations. Personality dimensions of mixing sports into life is personality accommodation. Students gain organizations' and groups' recognition because of personalized exercise skills and finally realize their others-identity and self-identity.Based on this, it is necessary to defend that, historically, school sports have never been separated from the students' living world. Different periods have different life orientation. Chronologically, school sports life can be divided into "current life" and "future life". From strategy, school sports should focus on the cultivation of students' "rule consciousness" and "selfconsciousness".